Online Course Review Guidelines |
This document is based on an adaptation of a Quality Matters™ rubric.The Quality Matters™ program (http://www.qualitymatters.org) is sponsored by MarylandOnline, and was supported in part by the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education.
An annotated version of this rubric and the research literature and standards set are available to review in the
TRC public folders area (O:/TRC/DistanceLearning/Quality Matters™ Peer Review).
Each of the review standards listed below provides part of the structure of an effective online course. |
|
I:
Course Overview |
II:
Learning Objectives |
III:
Assessment & Measures |
IV:
Resources & Materials |
V: Learner Interaction |
VI:
Course Technology |
VII:
Learner Support |
VIII:
Accessibility |
| |
| I. Course Overview and Introduction |
Top |
| General Review Standard: The overall design of the course, navigational information, as well as course, instructor and student information are made transparent to the student at the beginning of the course. |
Section I, Point 1
|
Navigational instructions make the organization of the course easy to understand.
|
Section I, Point 2
|
A statement introduces the student to the course and to the structure of the student learning. |
Section I, Point 3
|
Netiquette expectations with regard to discussions and email communication are clearly stated. |
Section I, Point 4
|
The self-introduction by the instructor is appropriate. |
Section I, Point 5
|
Students are requested to introduce themselves to the class. |
Section I, Point 6
|
Minimum technology requirements, minimum student skills, and, if applicable, prerequisite knowledge in the discipline, are clearly stated. |
| II. Learning Objectives (Competencies) |
Top |
| General Review Standard: Learning objectives are clearly defined and explained. They assist the student to focus learning activities. |
Section II, Point 1
|
The learning objectives of the course describe outcomes that are measurable. |
Section II, Point 2
|
The learning objectives address content mastery, critical thinking skills, and core learning skills. |
Section II, Point 3
|
The learning objectives of the course are clearly stated and understandable to the student. |
Section II, Point 4
|
Instructions to students on how to meet the learning objectives are adequate and easy to understand. |
Section II, Point 5
|
The learning objectives of the course are articulated and specified on the module/unit level. |
| III. Assessment and Measurement |
Top |
| General Review Standard: Assessment strategies use established ways to measure effective learning, assess student progress by reference to stated learning objectives, and are designed as essential to the learning process. |
Section III, Point 1
|
The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. |
Section III, Point 2
|
The grading/attendance policy is stated. |
Section III, Point 3
|
Assessment and measurement strategies provide feedback to the student. |
Section III, Point 4
|
The types of assessments selected and the methods used for submitting assessments are appropriate for the distance learning environment. |
Section III, Point 5
|
“Self-check” or practice types of assignments are provided for quick student feedback. |
| IV. Resources and Materials |
Top |
| General Review Standard: Instructional materials are sufficiently comprehensive to achieve announced objectives and learning outcomes and are prepared by qualified persons competent in their fields. (Materials, other than standard textbooks produced by recognized publishers, are prepared by the instructor or distance educators skilled in preparing materials for distance learning.) |
Section IV, Point 1
|
The instructional materials support the stated learning objectives and have sufficient breadth and depth for the student to learn the subject. |
Section IV, Point 2
|
Instructional materials are presented in a format appropriate to the online environment, and are easily accessible to and usable by the student. |
Section IV, Point 3
|
The purpose of the course elements (content, instructional methods, technologies, and course materials) is evident. |
Section IV, Point 4
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The instructional materials, including supporting materials - such as manuals, videos, CD ROMs, and computer software – are consistent in organization. |
Section IV, Point 5
|
All resources and materials used in the online course are appropriately cited. |
| V. Learner Interaction |
Top |
| General Review Standard: The effective design of instructor-student interaction, meaningful student cooperation, and student-content interaction is essential to student motivation, intellectual commitment and personal development. |
Section V, Point 1
|
The learning activities promote the achievement of stated objectives and learning outcomes. |
Section V, Point 2
|
Learning activities include:
a) Instructor-student interaction
b) Content-student interaction
c) Student-student interaction
|
Section V, Point 3
|
Clear standards are stated for instructor response and availability (turn-around time for email, grade posting, etc). |
Section V, Point 4
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The requirements for course interaction are stated. |
Section V, Point 5
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The course design prompts the instructor to be present, active, and engaged with the students. |
| VI. Course Technology |
Top |
| General Review Standard: To enhance student learning, course technology enriches instruction and fosters student interactivity. |
Section VI, Point 1
|
The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments. |
Section VI, Point 2
|
The tools and media enhance student interactivity and guide the student to become a more active learner. |
Section VI, Point 3
|
Technologies required for this course are either provided or easily downloadable. |
Section VI, Point 4
|
The tools and media are compatible with existing standards of delivery modes. |
| Section VI, Point 5 |
Instructions on how to access resources at a distance are sufficient and easy to understand. |
Section VI, Point 6
|
Course technologies take advantage of existing economies and efficiencies of delivery. |
| VII. Learner Support |
Top |
| General Review Standard: Courses are effectively supported for students through fully accessible modes of delivery, resources, and student support. |
Section VII, Point 1 |
The course instructions articulate or link to a clear description of the technical support offered. |
Section VII, Point 2
|
Course instructions articulate or link to an explanation of how the institution's academic support system can assist the student in effectively using the resources provided. |
Section VII, Point 3
|
Course instructions articulate or link to an explanation of how the institution's student support services can assist the student in effectively using the resources provided. |
Section VII, Point 4
|
Course instructions articulate or link to tutorials and resources that answer basic questions related to research, writing, technology etc. |
| VIII. Accessibility (ADA: Section 508 Compliance) |
Top |
| General Review Standard: The course is accessible to all students. |
Section VIII, Point 1
|
The course acknowledges the importance of ADA requirements. |
Section VIII, Point 2
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Web pages provide equivalent alternatives to auditory and visual content. |
Section VIII, Point 3
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Web pages have links that are self-describing and meaningful. |
Section VIII, Point 4
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The course demonstrates sensitivity to readability issues. |
